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Dikkat Eksikliği ve Hiperaktivite Bozukluğunda Mekânsal Belleğin A-B A-C Paradigması ile Araştırılması

Journal Name:

  • İstanbul Üniversitesi Psikoloji Çalışmaları Dergisi

Publication Year:

  • 2012

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The present study aimed to examine priority effect on object-location memory in children with ADHD, in comparison to children without ADHD, by using an A-B A-C paradigm. An A-B A-C paired position learning task was administered to both ADHD and non-ADHD children. The children learned positions of 14 different objects (7 B- and 7 C-objects) around 7 referent objects (A-objects) in two successive presentations (first Bs followed by Cs) and then they were given A object positions and asked to recall positions of B and C. The results revealed a significant priority effect on object location memory of the ADHD group, similar to that of the control group. B positions were recalled better than C positions by both groups. The number of B objects correctly recalled did not differ significantly between the two groups. On the other hand, the difference in recall of C objects approached, but did not reach, the significance level. According to the mediational theory, priority effect is a result of a learning strategy that involves retainment of B during A-C learning, therefore the effect observed in performances of the ADHD and non-ADHD children indicated that both groups used the strategy. This sug¬gests that spatial memory abilities of children with ADHD may be improved with the use of appropriate learning strategies.
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Abstract (Original Language): 
Bu çalışmada, A-B A-C paradigması kullanılarak DEHB'li çocukların nesne yerlerini hatırlamada bozucu etki (ilklik etkisi) bakımından DEHB tanısı almayan çocuklardan farklılaşıp farklılaşmadığının araştırılması amaçlanmıştır. Mekânsal bellek testi olarak kullanılan A-B A-C yer öğrenme görevinde, katılımcılardan ardışık iki sunum halinde verilen 7 (A) yerin her biriyle eşleşmiş ikişer nesne (B ve C nesneleri) olmak üzere, toplamda 14 nesnenin yerini hatırlamaları istenmiştir. Analiz sonuçları, DEHB grubunun kontrol grubuna benzer bir şekilde B nesnelerini, C nesnelerine göre daha fazla hatırladığını (ilklik etkisi) göstermiştir. Doğru hatırlanan B nesne sayısı bakımından gruplar arasında anlamlı fark bulunmasa da, doğru hatırla¬nan C nesne sayısı bakımından gruplar ara¬sındaki farkın anlamlılık düzeyine yaklaştığı gözlenmiştir. Nesne yerlerini hatırlarken her iki grupta da ilklik etkisi görülmesi, Aracı Süreçler Kuramı'na göre B nesnelerini aracı olarak kullanmayı gerektiren bir öğrenme stratejisinin benimsendiğini göstermektedir. Bulgular, DEHB 'li çocukların mekânsal bellek becerilerinin uygun öğrenme stratejisi desteği ile geliştirilebileceğini düşündürmektedir.
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  • 1
31-42
  • Turkish

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